The Lineage Model
The Lineage Project seeks to offer consistency and stability
for the youth participating.
In order to facilitate this, we ask that all teachers follow
a basic model
Sample outline based on a 90 minute class
1. Welcome & setting context
2. Opening Ritual
3. Practice Time
4. Sharing
5. Closing Ritual
6. Co - Teachers Process
1. Welcome and Introduction of the Context
After you have introduced yourselves to the group and taken
care of any logistical process such as signing-in, covering
ground-rules or any other necessity of the program or before
or after the opening ritual you begin the process of setting
the context for the class.
Setting the context is important so that the youth know
what they are going to be asked to do, why the practices
that you are teaching are important and how to do the practices
if there is any special knowledge they need to be fully
prepared to engage the teaching. As practitioners we may
know the value of a yoga posture or sitting for 10 minutes
in meditation – but for our students these connections
may not be as obvious at first.
Here again are the benefits and also the goals of creating
context. In a given class it may be appropriate to address
only one or all of them.
1) To create understanding and to inform. The teacher verbalizes
aspects of the practices that may be experiential so that
students can have a means to understand how they might perceive
the effects of the practices in their own body or mind
2) To give background into the history of these practices.
In keeping with the name Lineage Project we share with our
students the idea of passing on information that has existed
for a very long time. This is interesting in and of itself
and also lends credibility to the things that you are teaching.
3) To let the students know what activities they will be
expected to participate in, and let them know if specific
knowledge or skill is needed to engage the practice.
The previous steps give the teacher many ways to introduce
a topic and maybe to establish a theme for the class. Setting
the context is more than an introduction; you use language
to create an environment in which the practices can have
meaning for the students. This also means that setting the
context involves setting intention. The teacher reflects
on the intention of their teaching (both in general and
specifically) and uses that focus to address the group.
In a sense you set an intention for the group.
You know what you know from your own practice, in the moment
you begin to set a context know what you want to say and
plan to draw on your knowledge and experience, then really
pay attention to the students and let your openness to the
present moment also inform what you say.
Context is not for context sake, context makes teaching
what follows easier because there is now a common, shared
information and intention within the group as well as a
language with which to talk about the experience.
Setting the context challenges us as teachers to always
work on our communication skills, our ability to be prepared,
be present, and think on our feet. There may be times that
you are not sure if your words are having the effect you
had hoped to create – should this happen, remember
your intention as previously mentioned and keep these things
in mind as well.
Be aware of time. Say what you really mean and try to say
it clearly and in a direct way.
Try to avoid jargon, if you do use terms that are “awareness
specific” offer other, more familiar words or examples
to express your meaning.
2. Opening Ritual
As we know, the way that we begin something can color our
entire experience of it. Therefore, it is important that
we work with beginning the class strongly – by recognizing
the kids and making them feel comfortable.
• Passing the bell and each person ringing it once
• Make sure that it is consistent and happens at the
beginning of every class. Include in the opening, some type
of ice breaker or opener where the kids can check-in where
they are when they enter the space. Ring the bell and answer
a simple question….maybe their favorite color or animal…
after you have worked with the group you may ask them to
say something more substantial like one word that describes
my mood today.
(See suggested check-ins attached)
KEEP IT SIMPLE… the one word rule works well and
keeps it safe for the youth… As always if someone
does not want to participate, just welcome them to class
and pass the bell on.
3. Practice Time
A practical implementation of the spirit of The Lineage
Project. In this segment, we are building awareness through
the practice of yoga and meditation.
For these youth, not only are things like a yoga mat &
bells, may be new concepts so may – taking off their
shoes, sitting up straight and being quiet. We must creatively
offer our practice and our knowledge of its’ benefits
as teachers.
We recommend that you include movement, meditation and
sharing in this segment and at times you may also include
a teaching / facilitation
A. Yoga
• We must recognize that this practice is very foreign
to the participants. Many of them may have misconceptions
about what yoga is.
• It can be useful to begin this dialogue by asking
the group what they know about yoga already.
• See introducing Yoga Section
B. Meditation
• We must recognize that this practice may be a new
concept to the participants. Many of them may have misconceptions
about what meditation is.
• It is crucial to remember that stillness may initially
bring up many uncomfortable feelings for students, so it
is important that we provide options regarding closing eyes,
ways of sitting and including movement as needed.
• See Introducing meditation section
C. Teaching/ Facilitation may be used during the practice
time
• Allows an opportunity to actively engage the students.
• Acknowledges that you respect and value their opinion.
• This is also the space to bring in dharma by elaborating
on the theme of the class.
Speak of a topic or story initiated from the instructor
that leads into a more open discussion that can directly
relate to their lives. Ask for their opinions on the story
and even have someone record their thoughts on tag board,
so that their thoughts can build upon one another and they
can see themselves and their words physically represented.
4. Sharing
• is a time to process what the group has experienced
• Gives students an opportunity to have their voice
heard.
• It is crucial that the instructor hold a space of
acceptance and non-judgment while this is happening, not
tolerating any smirks, speaking under the breath, or other
disruptive behavior.
This segment allows an opportunity for the kids to clear
their minds, talk about an aspect of the class in an organized
fashion, speak of a moment that touched them, or anything
else. This is not a time for direct questions about the
program or the instructors.
5. Closing Ritual
• Closings can highlight the talent in the group.
If someone sings, raps, write poetry or has another way
to bring the group together, teachers can invite them to
share.
• Closings can help make the connection between the
material covered in the session and the “outside world”.
For example, to close a session on anger, participants can
say one way that they will watch their anger between sessions.
Or wishing someone well that needs it.
• Closings can bring out the positive aspects of a
session – one word about what they learned.
• Endings can be difficult for anyone. The solidity
of these can inform the next meeting that you have with
the kids.
• Closing can be chanting Ohm as a group or another
round with the bells.
